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Understanding the Link Between Noncognitive Attributes and College Retention

Nicholas A. Bowman (nick-bowman@uiowa.edu), Annette Miller, Sherry Woosley, Nicholas P. Maxwell and Mary Jo Kolze
Additional contact information
Nicholas A. Bowman: University of Iowa
Annette Miller: BKD, LLP
Sherry Woosley: Skyfactor
Nicholas P. Maxwell: Missouri State University
Mary Jo Kolze: George Mason University

Research in Higher Education, 2019, vol. 60, issue 2, No 1, 135-152

Abstract: Abstract The attention to students’ noncognitive attributes has recently flourished within academic research and public discourse. This paper adds to the literature by examining the interrelationships among several key noncognitive attributes as well as exploring direct and indirect relationships between noncognitive attributes and second-year retention. Within a multi-institutional sample of 10,622 students, academic self-efficacy, academic grit, self-discipline, and time management all load onto a single noncognitive factor with strong inter-item correlations and internal reliability. Moreover, structural equation modeling analyses indicate a sizable and positive indirect effect of noncognitive attributes on college retention, which is mediated by social adjustment, institutional commitment, and college grade point average.

Keywords: Noncognitive attributes; Self-efficacy; Grit; Self-discipline; Time management; College students; College retention (search for similar items in EconPapers)
Date: 2019
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Citations: View citations in EconPapers (3)

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DOI: 10.1007/s11162-018-9508-0

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